Second Report

SECOND REPORT SUBJECT STUDENT’S NAME TEACHER’S NAME

Methods II Osvaldo Mammino Gladys N. Baya

Level : Intermediate Seating arrangement Age of the learners 13/15 No. of Ss in the class 9 Course book New snapshot intermediate) Teacher Observed Myriam Ferrara

In semicircle, sitting at the front

NOTE: OBSERVATION BASED ON THE BOOK Classroom observation task (pages 34/35) Task: The learner as doer Introduction In this observation report I will focus my attention on the learner as doer and how they manage to develop their own learning I will focus my attention on how the learners take part on the lesson taking into account the activities proposed by the teacher. Development of the class The teacher went on after the students finished the activity in groups and this time the teacher asked the class to work in pairs. She showed the learners some cards containing four phrasal verbs. The students had to think of a situational sentence or mini dialogues in order to apply the correct use of the phrasal. While the Ss did this, the teachers passed round in order to help them with a phrase or a question the added in their own productions. I observed that the learners got involved in the activity and when it was over they were asked to read the dialogues. I observed that the correction of the mistakes are carried out by the learners (peer correction) The last past of the lesson consisted of a listening activity, and to be carried out, the T assigned a pre listening task, by asking the learners to complete dialogue (SB page 22 ) with the correct phrasal verbs and the T played the tape, they listened to the dialogue and checked their answers (self correction). After this the T assigned another activity consisted of a true or false type. THE LEARNER AS DOER Once I finished describing the development on the class, I will take into account the learner as doer, that is what learners actually do during the class, their feelings towards the activities proposed by the T whether they are motivated or not. The following chart show how they handle with the different kinds of activities I observed during the lesson

WHAT LEARNERS DO The T introduces the Ss into the topic by asking the learners some quest. about the scenes in the dialogue (prediction), and is giving the learners a purpose for ling. First activity ( pre listening) Fill in the blanks with the correct phrasal verb Second activity (while ling) They correct what have completed by listening the dialogue.

WHAT THIS INVOLVES Working individually Developing their listening skills Identifying words that are familiar to them

TEACHER’S PURPOSE Teach listening and revise the use of past tenses Guide the learners about the use of phrasal verbs and how it should be conjugated (present or past)

COMMENT

Work individually becoming active participants during the listening activity

To revise the use of phrasal verbs To monitor them as regards listening To let Ss identify the use of them

Socio affective, the learners work individually in order to develop listening.

Third activity After ling) Exercise one (suggested in the book) True or false

The learners have to re read the dialogue and say whether the sentences are true or false, once they carry them out they develop peer correction

To give Ss a purpose for reading activity T grasp meaning in context To check comprehension through a reading task

Ss are using their reading skills in order to identify the correct sentences in the dialogue T is focusing on meaning rather than form

Cognitive (the learners identify the correct use of phrasal verbs in the dialogue by assigning them a listening task

AFTER THE LESSON The three activities presented in this lesson shows that the learners have the capacity of developing different skills that the teacher suggested, besides the first activity presented showed that the learners are highly motivated and I appreciated how they enjoyed doing it. The first activity presented was of recognition type: the teacher creates a purpose for a listening task and the students are involved in carrying out the activity. I assumed that they were developing their cognitive skills. As regards the second activity suggested, the learners are involved in the listening activity itself and they checked with the tape what they have done. The last activity was presented after the listening by reading the dialogue on their own and said if the statements were true or false. At this time the students were able to work with their auditory skills and reading skills individually. The learners shows reluctant to errors or mistakes and they are treated in a different way: the T promotes self correction, asking the learners to find the mistake by themselves.

Finally, I am able to say that in this lesson I could appreciate how engaged the learners were during the development of the activities, some of which liked best than other, the first activity presented was enjoyed by most of the learners, another important thing to take into account was that during the lesson they made use of the four language skills through the activities suggested by the T, The T always allows Ss to become active participants of the lesson, and she acted as a guider and a mediator. However, some of the students made good contributions in the class, and some others who did not like to talk in front of others. In general I could not observe any negative comments in this lesson because this group was able to act individually or in groups, as regards the three activities proposed by the teacher and the learners got involved in them. This made the lesson successful as regards the students’ learning style.